Dyslexia 101

Dyslexia is a type of learning disability, typically marked by difficulty reading despite being normal in other areas of learning. It is the most common learning disability in the world, affecting between 3 and 7 percent of people according to recent studies. Scientists have not been able to pinpoint what causes dyslexia, though current theories range from genetics to abnormal neural development.

Having dyslexia is not the same as not knowing how to read. Dyslexics experience difficulty reading and writing. To further these abilities, there are a number of therapies, compensation strategies and academic accommodation methods that can help young dyslexics overcome their challenges.

Though they might struggle interpreting text, those with dyslexia may be able to “read” problems and situations in ways that “normal” people would never think to.

A number of people who hold this view will gather to discuss a new theory for students with dyslexia at universities during the Dyslexia Summit in October at Chapman University.

Marked by troubles with word recognition, poor spelling and other decoding problems, dyslexia is a learning disability that causes a person great difficulty with reading despite being normal in all other faculties.

The Dyslexia Summit at Chapman will blend advocacy, scientific analysis and personal stories, ending with a panel on how universities can work better with students with dyslexia.

The conference is spearheaded by Chancellor Daniele Struppa, who has an interest in dyslexia. One of Struppa's first books was written with a partner who, while brilliant with numbers, was extremely dyslexic.

This inspired Struppa to look into the untapped potential people with dyslexia might have to offer universities.

Though it is commonly seen as a disability, there is an interest among those attending the conference in looking at the positives of being dyslexic.

Struppa says that one example is the possibility of heightened creativity. He explained that because the traditional means of learning and problem solving are closed to them, those with dyslexia often are forced to develop new, creative ways to approach problems.

“Suppose I ask you to open a door. You simply walk to the door, put your hand on the handle and open the door. But let’s say I ask you to do it, but I tie your hands behind your back. This is going to force you to think of alternative ways to do it,” Struppa said. “Now, let’s say I’ve tied your hands behind your back and tied you to a chair. But maybe the chair has wheels. So now you can roll to the door and use your foot to pull the handle.

“Sometimes having a limitation added will, in fact, lead you to different ways of looking at the problem.”

This all fits under what Struppa calls “cognitive diversity,” the recognition that different people learn in different ways. Struppa says that universities should look at students with dyslexia as an asset, not just a group that needs accommodation. It may be that those students will see solutions to problems that “normal” students never would.

The Dyslexia Summit will be held at Chapman University on Oct. 23.

Struppa hopes that when the conference wraps up, Chapman will have an idea of how to not only better accommodate its students with dyslexia, but to seek them out as part of a stronger team of thinkers.

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